Legislative Overview and Professional Practice Implementing the Specialized Service Professional State Model Evaluation System for Professional Practice Legislative Overview and Professional Practice

Who are Specialized Service Professionals? Audiologists School Counselors School Nurses Occupational Therapists School Orientation and Mobility Specialists Physical Therapists School Psychologists Social Workers Speech-Language Pathologists

Training Objectives By the end of this training, you will understand the Specialized Service Professional State Model Evaluation System, which includes: the evaluation process the Specialized Service Professional Quality Standards components of the rubric, and how to score the rubric

Agenda Introductions and Icebreaker Senate Bill 10-191 Information 11/12/2018 Agenda Introductions and Icebreaker Senate Bill 10-191 Information Purposes and Critical Effects Priorities of Implementation and Timeline State Model Evaluation System Components and the Specialized Service Professional Quality Standards Evaluation Process Specialized Service Professional Quality Standards Gallery Walk Rubric Structure and Scoring Using this tool as a roadmap for improvement and coaching conversations

Introductions

How do you feel about Senate Bill 10-191? There are four posters around the room with the titles of Beatles songs. Please go to the song title that best describes how you are feeling about S.B. 10-191 in relation to Specialized Service Professionals. Discuss with your group the prompts below: What made you choose the song title you did? What are your best hopes and worst fears about the evaluation system?

What’s on Your Mind?

Purposes of S.B. 10-191 A system to evaluate the effectiveness of licensed personnel and continually improve the quality of education and student outcomes. Provide meaningful feedback for professional growth and continuous improvement. Provide a basis for making decisions in the areas of hiring, compensation, promotion, assignment, professional development, earning and retaining non-probationary status, dismissal, and nonrenewal of contract.

Critical Effects of S.B. 10-191 Requires statewide minimum standards for what it means to be an _________ Specialized Service Professional Requires ______ evaluation of all Specialized Service Professionals Requires that all Specialized Service Professionals be evaluated at least ___% on the _________ of the students they support “effective” annual 50 outcomes

Priorities of Implementation Human judgment Data should inform decisions, but human judgment will always be a part of the process Processes and techniques are recommended to improve individual judgment and minimize errors and bias Embodiment of continuous improvement by monitoring Data from pilot and rollout intended to capture what works and what doesn’t Changes in practices and tools Emerging research and best practices

Priorities of Implementation Providing credible and meaningful feedback with: Actionable information Opportunities for improvement Idea that this is a process and not an event Involves all stakeholders in a collaborative process Families, teachers, specialized service professionals, administration, school board, etc. Specialized service professionals involved throughout development process

Priorities of Implementation Takes place within a larger, aligned and supportive system All components of the system must focus on increasing the number of specialized service professionals and students who are successful Turn and Talk Which priority resonates with you and why?

SSP Timeline of Implementation 11/12/2018 SSP Timeline of Implementation 2012-13 Create 9 work groups comprised of experts from the field Work groups provide recommendations for definition, standards and elements (aligned with teacher) and measures of student outcomes to State Council for Educator Effectiveness SCEE presents recommendations to State Board of Education CDE facilitates work group creation of draft professional practice rubrics Release application for pilot districts/BOCES; Select pilot sites 19 pilot sites including: 4 BOCES Large suburban/urban districts Small rural districts Online school

SSP Timeline of Implementation 11/12/2018 SSP Timeline of Implementation 2013-14 All SSPs evaluated using current system employed in district/BOCES Pilot draft professional practice rubrics for Specialized Service Professionals Collect feedback on professional practice rubrics and measures of student outcomes Refine rubrics and measures of student outcome based on feedback collected Provide training to districts and BOCES wanting to use the State Model System for SSPs

SSP Timeline of Implementation 11/12/2018 SSP Timeline of Implementation 2014-15 Statewide implementation of all SSP Standards and Elements, including measures of student outcomes Conduct a validation study for professional practice rubrics using pilot sites If able to earn non-probationary status, this year considered “hold harmless” 2015-16 Continued statewide implementation of SSP Standards and Elements, including measures of student outcomes First year an ineffective or partially effective rating would count toward two consecutive years of ineffectiveness for those able to earn non-probationary status

Evaluation Process for Specialized Service Professionals 16

Building Your Evaluation System 11/12/2018 Building Your Evaluation System Now that you are familiar with the evaluation process, think about how this will work in your setting. Who will serve as evaluators? Will you have more than one person contributing to the evaluation results? How many observations will you conduct? What will those observations look like? How will you handle observing itinerant staff?

Definition of Specialized Service Professional Effectiveness Effective specialized service professionals in the state of Colorado are vital members of the education team and have the knowledge and skills necessary to ensure that diverse student populations have equitable access to academic instruction and participation in school-related activities. Effective specialized service professionals develop and/or implement evidence-based services or specially designed instruction to meet the unique needs of their students. They support growth and development to close achievement gaps and prepare students for postsecondary and workforce success. They have a deep understanding of the interconnectedness of the home, school and community and collaborate with all members of the education team to strengthen those connections. Through reflection, advocacy, and leadership, they enhance the outcomes and development of their students.

Framework for System to Evaluate Specialized Service Professionals Colorado Department of Education Framework for System to Evaluate Specialized Service Professionals Definition of Specialized Service Professional Effectiveness Quality Standards I. Professional Expertise II. Learning Environment III. High Quality Delivery IV. Reflect on Practice V. Leadership VI. Student Outcomes 50% Professional Practice Standards 50% Measures of Student Outcomes Observations of Professional Practice Expert Input Other Measures Aligned with CDE Guidance Weighting: How Much Does Each Standard Count Towards Overall Performance? Match of Measures of Student Outcomes to Assigned Duties Weighting: State Scoring Framework: How Do Measures of Quality Standards Result in a Determination of Individual Performance? Effectiveness Ratings Ineffective Partially Effective Effective Highly Effective Appeals Process* Applies when professionals are not at-will employees

Definition of Teacher Effectiveness Effective Teachers in the state of Colorado have the knowledge, skills, and commitments needed to provide excellent and equitable learning opportunities and growth for all students. They strive to support growth and development, close achievement gaps and to prepare diverse student populations for postsecondary and workforce success. Effective Teachers facilitate mastery of content and skill development, and employ and adjust evidence-based strategies and approaches for students who are not achieving mastery and students who need acceleration. They also develop in students the skills, interests and abilities necessary to be lifelong learners, as well as for democratic and civic participation. Effective Teachers communicate high expectations to students and their families and utilize diverse strategies to engage them in a mutually supportive teaching and learning environment. Because effective Teachers understand that the work of ensuring meaningful learning opportunities for all students cannot happen in isolation, they engage in collaboration, continuous reflection, on-going learning and leadership within the profession.

Framework for System to Evaluate Teachers Colorado Department of Education Framework for System to Evaluate Teachers Definition of Teacher Effectiveness Quality Standards I. Know Content II. Establish Environment III. Facilitate Learning IV. Reflect on Practice V. Demonstrate Leadership VI. Student Growth 50% Professional Practice Standards 50% Measures of Student Learning Observations of Other Measures Teaching Aligned with CDE Guidelines Weighting: How Much Does Each Standard Count Towards Overall Performance? State Other Assessments Other Measures Summative for Non-tested Aligned with Assessments Areas CDE Guidelines Match of test to teaching assignments Weighting: State Scoring Framework: How Do Measures of Quality Standards Result in a Determination of Individual Performance? Effectiveness Ratings Ineffective Partially Effective Effective Highly Effective Appeals Process

Specialized Service Professional and Teacher Quality Standards 11/12/2018 Specialized Service Teacher Standards Professional Standards What did you notice about the alignment between the Specialized Service Professional standards and Teacher standards?

Specialized Service Professional Quality Standards Work with your professional group to complete the following: Read each standard and the corresponding elements under that standard. Select one element you would like to work with for that standard. Record, on your specifically assigned post-it note, a practice that brings your element to life in your educational setting. Record, using the same color post-it note, what students or other stakeholders would be doing to reflect that practice (Standards 1- 3) or artifacts that would support the practice (Standards 4-5). Repeat this process with every standard. Once you have created post-it notes for each standard (5 total), post your responses on the corresponding poster.

Gallery Walk Post-it Note Key 11/12/2018 Audiologists – Bright Orange Counselors – Light Green Nurses – Lavender Orientation and Mobility Specialists – Bright Purple Occupation Therapists – Lime Physical Therapists – Light Blue School Psychologists – Bright Yellow Speech Language Pathologists – Bright Pink Social Workers – Light Pink

Quality Standards Gallery Walk 11/12/2018 Quality Standards Gallery Walk Read all responses posted Remember, each SSP group has their own post- it note color to differentiate expectations. Be prepared to share out: What commonalities did you notice across the areas of expertise? What differences did you notice across the areas of expertise? What aha’s did you have? What questions do you have?

State Model Rubric Basics Cumulative in content Each level of the rubric represents an increase in the quality, intensity, consistency, breadth, depth, and complexity of practice Effectiveness marked by the addition of practices that improve the overall performance of the specialized service professional and drives to student/other stakeholder outcomes Standards based Outlines the practices that you must meet to be at standard

Rubric Structure and Rating Level Focus The focus of the Basic rating is on the foundational elements of service delivery. The SSP rated as Basic is typically performing at a foundational level and does not meet state Quality Standards. Every SSP is expected to perform Basic professional practices in their day-to-day work. The focus of Partially Proficient and Proficient levels is what SSPs do on a day-to-day basis to achieve state performance standards and assure that students are achieving at expected levels. The focus of Accomplished and Exemplary ratings shifts to the outcomes of the SSP’s practices, including expectations for staff, students, parents and community members, as a result of practices exhibited under Basic, Partially Proficient and Proficient rating levels.

Professional Practices SSP Quality Standards Performance Rating Levels Elements of the Standard Professional Practices Elements of the Standard

Scoring the Rubric Determining the professional practices rating is a three-step process that involves rating the individual elements and standards and using those to determine the overall rating on professional practices. Rating the Elements Rating the Standards Determining the Overall Professional Practices Rating

Understanding the Scoring “Business” Rule Starting in the Basic rating level and moving across, look for the first unchecked professional practice. Move one column back to identify the rating for the element.

Determining the Element Rating Starting in the Basic rating level and moving across, look for the first unchecked professional practice. Move one column back to identify the rating for the element.

Determining the Element Rating Starting in the Basic rating level and moving across, look for the first unchecked professional practice. Move one column back to identify the rating for the element.

Rubric Rating Level Points Standard Basic Partially Proficient Proficient Accomplished Exemplary Element Professional Practices SSP’s performance on professional practices is significantly below the state quality standard. 1 SSP’s performance on professional practices is below the state quality standard. 2 SSP’s performance on professional practices meets state quality standard. 3 SSP’s performance on professional practices exceeds state quality standard. 4 SSP’s performance on professional practices significantly exceeds state quality standard.

11/12/2018 3 2 1 2 2 10 Proficient

Rubric Simulation and Continuous Improvement Group Activity Score your entire rubric including: Elements Standards Look for areas of focus for goal setting. Record a goal(s) for your scored rubric. What feedback would you give to support your claim? What type of professional development could you offer as support? Be prepared to share your thinking.

Focusing on Continuous Improvement Find a partner from another professional group. Together, discuss: Ratings of elements and standards in simulation Possible goals based on results Professional development support

Determining Overall Professional Practice Rating 11/12/2018 First, determine each Standard’s contribution to the overall professional practice rating by using the following formula: (Total Pts. Earned for Std.) X (Std. Weight X No. of Stds.) (Number of Elements Associated with Standard) Example: 10 X (.20 X 5) 5 = 2 Once you’ve completed this step for every Standard, you are then able to determine the overall professional practice rating.

Determining Overall Professional Practice Rating 11/12/2018

Building Your Evaluation System Discuss the following: How can an evaluator provide a meaningful evaluation to an SSP who’s area of expertise they may not share? How can an SSP support an evaluator in gaining knowledge of their expertise in order to provide a meaningful evaluation?

How Do You Feel About SB 10-191? 11/12/2018 How Do You Feel About SB 10-191? Choose a picture from below that best reflects your current feelings regarding SB 10-191. Why did you select the picture you did?

What’s on Your Mind?

Contact Us http://www.cde.state.co.us/educatoreffectiveness/contactus 42